Education Technology Plan

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Los Angeles

Unified School District

Education Technology Plan

July 1, 2012 - June 30, 2015

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Los Angeles, California, is the second most populous city in the United States with an estimated 2010 population of near four million. The Los Angeles Unified School District (LAUSD) administers public instruction for grades PK-12, adult, and occupational schools in the city and all or significant portions of a number of smaller neighboring cities and unincorporated territory. LAUSD encompasses approximately 710 square miles and is governed by a seven-member Board of Education, elected by voters in eight (8) local districts to serve alternating four-year terms.

LAUSD operates a total of 1,235 K-12 schools and centers including 20 primary school centers, 448 elementary schools, 85 middle schools, 94 senior high schools, 56 options schools, 28 magnet schools, 15 multi-level schools, 17 special education schools. LAUSD has jurisdiction over an additional 187 independent K-12 charter schools and centers as well as community adult schools, Regional Occupational Centers/Programs, skills centers and early education centers. District’s K-12 student population, as of norm day 2011, is 664,233. This number includes 274,193 elementary school students; 120,408 middle school students; 152,507 senior high school students; 82,788 charter school students; 3,537 special day programs in special education

schools; 25,356 special day programs in regular schools; and 5,444 students in continuation and opportunity schools. The total LAUSD enrollment including adult education schools is 919,930. The largest student ethnic group is Latino (73.4 %), of which about half are considered English learners. Further student ethnic breakdowns reflect 10.0% African American; 8.8% White; 3.9% Asian; 2.2% Filipino; and .04% Pacific Islander. The DataQuest, 2010 Base API Report for demographic characteristics shows the percentage of District students receiving free and reduced lunch is 79 %. Special education students comprise about 12 % of total enrollment; GATE (Gifted and Talented Education) students are 12 % of enrollment.

The LAUSD is in the process of completing a $19.5 billion voter-approved transformation to build new schools to reduce overcrowding and improve existing campuses throughout the District. Since the first bond was passed in 1997, 111 new K-12 schools have been constructed with 20 new schools remaining to be built. More than 25,000 modernization and repair projects have been completed at existing campuses.

District Vision: Every LAUSD student will receive an education in a safe, caring environment,

and every graduate will be college-prepared and career-ready.

District Mission: LAUSD will provide high quality instruction and a coherent and rigorous

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1. Plan Duration

July 1, 2012 - June 30, 2015

This plan will guide Los Angeles Unified School District’s use of technology for the three-year period from July 1, 2012, through June 30, 2015. It serves as both the Title IID education

technology plan and the E-rate technology plan for the District. The plan is centered on applying technology to meet the District’s strategic goals and aligning practices to leverage what

technology is uniquely able to offer. The Los Angeles Unified School District will make every effort to accomplish the goals set forth in this plan, subject to the District's annual budget and determinations made by the Board and Superintendent on appropriate funding distribution. On an annual basis, LAUSD staff will review progress and make adjustments accordingly based on budgetary restrictions, policy decisions, and any other unforeseen factors. Should these budgeting forecasts change at any time because of budget restrictions, revised policy, changes in the Board's or the Superintendent's priorities, changed circumstances, or other similar factors, the goals identified in this plan and/or their implementation will be reviewed, modified, deleted and/or supplemented, as appropriate.

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2. Stakeholders

A description of how a variety of stakeholders from within the school district and the community-at-large participated in the planning process follows:

The Los Angeles Unified School District (LAUSD) 2012-2015 Education Technology Plan (Plan) aligns with all applicable aspects of the Superintendent’s Strategic Roadmap, LAUSD Performance Meter, the current Local Educational Agency (LEA) plan and system-wide initiatives. The Education Technology Plan further defines the technology strategies to use in conjunction with the District’s current educational programs.

This Plan will assist District staff in identifying strategies to help schools provide every student with the most appropriate learning technology resources and contemporary learning

opportunities in alignment with the overall District goals for academic achievement and other key District initiatives. It will support school board and other District, local district and site based leadership in making timely, informed, and student-centered decisions. The outcomes of the Plan will underscore the major benefits of technology use for students, parents, teachers and administrators within LAUSD.

The LAUSD 2012-2015 Education Technology Plan was developed with theLAUSD Master

Plan for English Learners, the LAUSD Teacher Effectiveness Task Force recommendations, and

was aligned with the Board of Education’s three-phased plan to work with all of its stakeholders. A wide range of District stakeholders, including representative teachers and administrators from schools, local districts, and central office were part of the development process for these plans. Data from approximately 66,000 LAUSD students, 14,000 LAUSD teachers and 550 LAUSD administrators was obtained from Ed Tech Profile to further inform the process.

Outreach to administrators, teachers, parents and community members took place at the annual InfoTech Conference 2011 0n April 30th by way of distributing a LAUSD Technology Plan Stakeholder Survey (in English and Spanish) as well as providing a link to the online survey to those who preferred to respond using this format. Feedback from these surveys provided a first- hand perspective from stakeholders of how technology is being used as an educational tool in classrooms and in homes, throughout the LAUSD community.

The 2011/2012 Information Technology Division Strategic Plan

http://askitd.net/itd‐resources/category/3‐strategic‐execution‐plan  

provides a transparent, plain-language view of ITD’s direction in meeting the technology needs of LAUSD. The Strategic Plan spans ITD’s technology initiatives and sustainment to drive an

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Our Students and their Parents– may learn about new educational technologies which enrich learning experiences, which drive academic proficiency, and which are available in the

classroom and outside of school 24 hours a day, seven days a week;

The School Board and Bond Oversight Committee– may access a clear, detailed plan of

where and when information technology projects will be completed and an accounting of the funds to be utilized;

Funding Partners– may see how technology investments are directly impacting educational

outcomes at LAUSD;

Local Schools and Teachers– may identify where and when new technologies will be delivered,

including those that broaden teachers’ choices in technology-enabled curriculum and those that provide access to new professional development and networking resources;

District Administration and Employees– maybe informed of technology initiatives that drive

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3. Curriculum

3a. Description of teachers' and students' current access to technology tools both during the school day and outside of school hours.

The goal of the Los Angeles Unified School District is to provide equal access to high quality instruction and instructional materials for all District students. The California K-12 High Speed Network (K12HSN) Datalink reports that 100% of the District’s schools are connected to the District and the Internet via the K12HSN network, and all classrooms have Internet access. All students and teachers have access to technology in their classrooms, labs, and library media centers. All schools have at least one fixed or mobile computer lab, and many libraries have a bank of computers. Numbers of computers for student use in classrooms vary, depending on each school’s resources and priorities. According to the 2008 California School Technology Survey, 99.6% of LAUSD school sites have computers in classrooms; while 66.3% have fixed labs, 88.5% have computers in libraries and 64.8% have mobile labs available for instructional use. Most LAUSD teachers have access to a District computer dedicated to their use. Classroom computers are available for student use before and after school by teacher permission. Students can also access technology tools and online resources through the Beyond the Bell (BTB) program which operates at elementary, middle and senior high schools before and after school as well as on Saturdays.

LAUSD has made a commitment that all students within the District have access to high quality, safe and supervised educational, enrichment and recreational programs that engage and inspire learning and achievement beyond the regular school day. LAUSD’s Beyond the Bell program supports that commitment by connecting students and youth to their home, school and

community through a variety of programs that are provided and operated by the District and its partner agencies. Technology use in this program varies by school, depending on resources available and the technical expertise of program staff.

• LAUSD school libraries are staffed by teacher librarians and classified staff. The libraries

have flexible schedules, based on site decisions, e.g., students may come during the day with a pass from the teacher and are typically available to students a half-hour before and an hour after school and during lunch. Libraries have anywhere between 5 and 20 or more student computers/laptops on carts.

• Several subscription databases are currently available to all LAUSD students via the

Internet within and outside of school using the Digital Library which includes Britannica Online, World Book Online, Oxford reference sets; and ABC-CLIO, a broad online collection of history encyclopedias, handbooks, dictionaries, and guides.

• A new streaming video resource is also available to every teacher, student, and parent in

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reference materials for anyone in the education field, as well as for parents and afterschool practitioners. The easy-to-navigate K-12 resources are grade-level specific and are aligned with state standards.

Thirty-five middle schools have received Enhancing Education Through Technology (EETT) competitive grant funding through Title IID, which provided additional carts with laptops and printers to rotate, as needed, in middle school mathematics and science classrooms, along with laptops and LCD projectors for teachers, interactive white boards, and other electronic learning resources for targeted math and science instruction.

The following student to computer ratios are based on enrollment data derived from School Information Branch and reported in the ITD-School Technology Assessment for all LAUSD K-12 schools, dated August 22, 2011. The ratio of students to computer (under warranty) as of August 2011 include: elementary (7:1); middle schools (5:1); senior high schools (6:1); and specialty schools (6:1).

Currently schools exist in LAUSD where more than 50% of the student population does not have a computer or access to the Internet from home. beyond the school day, For the additional

practice to gain the level of technology skills that their peers with home access might have, these students must utilize Internet-capable computers at local community centers or public libraries. According to student responses to the spring 2011EdTech Profile Student Survey in a sampling primarily comprised of 5th, 8th, and 11th grade students, 55% currently use a computer at home that is connected to the Internet. These students also report using technology at school (74% report using at least monthly, with 58% of those using once a week or better), having some level of proficiency using basic tools (70%), multimedia tools (63%), communications tools (73%), and problem solving tools (62%).

About 13.8% of LAUSD school sites have video conferencing capabilities, 12.1% own handheld computers for instructional use and 16.1% have student response systems available to their classes, according to the 2008 State Technology Survey.

All classrooms have access to at least one printer. As determined by site, schools have varying numbers of peripherals and recording devices such as televisions, DVD and VHS players, scanners, LCD projectors, digital still cameras, digital video cameras, handheld and tablet devices and other similar technologies. The wide array of peripheral devices installed in classrooms throughout the District includes printers (color, black and white, standalone,

networked, inkjet, and laser), projection devices (projectors, document cameras, electronic white boards), video capture devices (digital cameras, digital video cameras, scanners), calculators (numeric, scientific, graphing), and digital probes, sensors, meters, and microscopes, which are used in many schools within the District.

3b. Description of the district's current use of hardware and software to support teaching and learning.

Los Angeles Unified School District uses technology resources extensively to support teaching and learning at all grade levels. The degree of technology and curriculum integration at the classroom level varies widely across LAUSD. The use of word processing for writing; the

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organizers for planning and project development; and multimedia tools for creating presenta-tions, songs, and movies is found in varying degrees across this vast district.

In May 2009, the U.S. Department of Education released a report entitled Evaluation of

Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning

Studies. Among the key findings were: (1) Students who took all or part of their class online

performed better, on average, than those taking the same course through traditional face-to-face instruction; (2) Instruction combining online and face-to-face elements had a larger advantage relative to purely face-to-face instruction than did purely online instruction.

The Los Angeles Unified Online Learning Program provides students access to high quality, standards-based, content-driven learning experiences that meet their learning needs and expand the boundaries of the classroom. This program provides learning opportunities including credit recovery and access to advanced placement and honors courses in hybrid and fully online models. LAUSD’s Online Learning Program supports the District's efforts to increase graduation rates, improve academic achievement and ensure students within the District have equitable access to a quality education. (see Section 3d.1.2, Action Plan item a).

During the 2010-2011 year, approximately 6000 District students took one or more online courses and 575 high school students were enrolled in the City of Angeles Virtual Academy 2011 LAUSD summer school online program, which was in its second year of operation. Researchers project that by 2019, 50 percent of all high school courses will be online. Digital education can provide opportunities for credit recovery for many students at risk of retention and provide advanced students the opportunity to take AP classes that may be unavailable at their home school.

A LAUSD hybrid learning model is currently under development. What is being proposed is a

major overhaul of how LAUSD serves its students. It is a bold new approach to creating a

learning environment that is aligned to the 21st Century lifestyle. It will mean an uprooting of

how we do business today; how teachers teach, administrators manage, District offices provide services, and students learn. It creates a continuum of learning opportunities that is

individualized to each student, realized by a unique blend of online and face-to-face teaching, enabled by technology.

The last time public education in the United States underwent a major transformation was in the 1950s. The need to realign public education to meet the needs of a World War II American society was clearly evident. With the Cold War and the “space race” in full swing there was a real urgency to develop a system to keep America competitive in the global economy as well as improve the life of every American. Graduating from high school, going to college, getting a good job, providing for our families, and taking care of our communities was (and still is) part of American culture. So the tiered public education system, with elementary and junior

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for some time that learning needs to be more personalized and individualized for all students, but the means to accomplish this, until now, have been costly investments that were far out of reach. With the advancement of virtual learning systems that deliver content specific to the needs of each child, guided by a teacher (online and face-to-face), the possibility of transforming public education is not only cost effective, but has become an imperative. The solution is not a

technological one, but one of policy and pedagogy. Technology merely facilities and enables the

solution. This is hybrid learning. It is the combination of online and face-to-face instruction,

making the learning environment accessible seven days a week all year long. The Los Angeles

Unified School District has the resources and capacity to be the leader in hybrid learning,

transforming public education as we know it.

Characteristics of a hybrid learning model for LAUSD:

• Schools operate year round

• Students have access to their learning plan all year.

• Schools are open to provide face-to-face services

o Monday through Friday: 7:00 am to 6:00 pm

o Saturday: 8:00 am to noon

• Teachers are paid to provide instruction to their assigned students

• Teachers meet students individually, in small groups, or large groups as needed

• Teachers control when they meet the students face-to-face and virtually based on the

learning plan of their students

• Not all students need to meet at the same time

• Not all teachers need to meet at the same time

• Learning plans are individualized to each student via a learning management system

• Teachers provide instruction to meet standards and annual student progress

Projected steps to making the hybrid learning model a reality in LAUSD:

Phase 1 (2011-2012)

Implement one Hybrid Learning Classroom in each LAUSD school. The Hybrid Learning Classroom will:

• Serve as centers for credit recovery, credit acceleration, and online testing.

• Enough computers available so that all students are operating in a 1:1 learning

environment.

• Size of classroom to hold 60 students. If a large classroom space (such as a converted

shop class) cannot be found, then two classrooms next to each other will suffice.

• Ideally this classroom would be adjoining the current libraries of the school, extending

their capacity as an information resource for the school. Each classroom will include:

• 60 computers (three 20 unit laptop carts).

• High definition video conferencing center.

• Interactive whiteboards on all walls (minimum 3 per classroom or 6 in one large

classroom).

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The most important factor is the professional development around effective hybrid learning pedagogy. Staff will need to be available to assist in the proper implementation and integrations into the instructional program at the site. It is recommended that one full time person for each secondary school and 1 half time person for each elementary (i.e., 1 person supporting two schools).

Phase 2 (2012-2013)

Expand the Hybrid Learning Initiative to include at least one Hybrid Learning Classroom in each building and eventually.

Phase 3 (2013-2014)

Expand the Hybrid Learning Initiative to the entire school site.

What is being proposed is a major overhaul of how LAUSD serves its students. It is a bold new

approach to creating a learning environment that is aligned to the 21st Century lifestyle. It will

mean an uprooting of how we do business today; how teachers teach, administrators manage, District offices provide services, and students learn. It creates a continuum of learning

opportunities that is individualized to each student, realized by a unique blend of online and face-to-face teaching, enabled by technology.

3c. Summary of the district's curricular goals that are supported by this tech plan.

This Education Technology Plan is aligned to specific District curricular goals and described in multiple District documents, including: Strategic Roadmap; LAUSD Performance Meter; and the current Local Educational Agency (LEA) plan, which covers the period 7/1/08 through 6/30/13.

STRATEGIC ROADMAP DEVELOPMENT (Beginning September 2010)

We envision an organization where we know every child and adult by name and face and we personalize the learning experience for all students and adults by providing:

1) personalized learning experience for students based on their needs and talents;

2) personalized learning experience for employees based on the needs and talents emphasizing, we are all teachers and learners including administrators, classified staff, and support staff; 3) personalized learning experience for families and community members based on their needs and talents.

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1) Using Data to Drive Standards Based Instruction: Effective instruction for all students, coupled with support and intervention, when students need extra assistance or accelerated learning.

Supporting Board Resolutions:

• Resolution to Create Educational Equity in Los Angeles Through the Implementation of the A-G Course Sequence as Part of the High School Graduation Requirement (June 14, 2005) • Resolution to Redefine the "Achievement Gap" Proficiency+ for All (July 11, 2006) • Diplomas for All: Increasing the Number of High School Graduates (July 10, 2007) • District Accountability: Transformation Metrics (July 10, 2007)

• English Learners: Hope on the Horizon (July 10, 2007)

Using data to drive Standards Based instruction is a District-wide Policy on Multi-tiered framework that is based on student-centered data, which includes:

• Response to Instruction and Intervention (RtI2) 2009-10 Cohort I -159 schools; Fall

10-11 Cohort II-200 schools, Spring 10-11 Cohort III, all schools by 2012

• School Report Card and School Experience Survey reached its second year milestone to

reach LAUSD homes and communities

• Accountability Matrix–First year of use 09-10 to guide accountable dialogue and action

steps regarding District-wide targets

• Soft roll out of MyData to all teachers in 2009-10 school year –646 Active Users as of

August 2009

• 21,888 Active Users as of August 2010

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2) Creating and Supporting Quality Schools: We will analyze multiple data points to

differentiate and align efforts to ensure schools deliver high quality education to all students. In addition, we will capture and share effective practices across all of our schools regardless of school models. We are accountable for our students’ success. We will use data to personalize the supports that all of our employees need to be efficient and successful, from professional

development and training, to creating measurable performance goals.

• Created and used a Tiered system to differentiate school quality and level of support

required

• Launched and implemented an annual Public School Choice process that involved 40

schools and 35,000 students

• Developed multiple tools and synthesized data to identify supports for schools (i.e. report

cards, data summary sheets, MyData)

• Created a variety of autonomous schools with increased accountability such as Pilot,

Expanded School Based Management Model (ESBMM), Network Partner, and Affiliated Charters.

• Design professional development training around individual needs of schools as defined

by their data

Supporting Board Resolutions:

• Resolution to Create Educational Equity in Los Angeles Through the Implementation of the A-G Course Sequence as Part of the High School Graduation Requirements (June 14, 2005) • Charter Schools (June 13, 2006)

• Small Schools for Success (July 10, 2007)

• Small School II: A Bold Vision for the LAUSD (June 24, 2008) • Public School Choice: A New Way at LAUSD (August 25, 2009)

3) Supporting All Employees: We will analyze multiple data points to differentiate the service

and support we deliver to schools. In addition, we will capture and share best practices across all of our schools regardless of school models.

• A multi-stakeholder body, the Teacher Effectiveness Task Force, has been established to

set the course for a new, more comprehensive approach and resulted in a draft 3-year strategic plan to address educator effectiveness.

• We are actively collaborating with the Los Angeles Educational Research Consortiums.

• Have successfully completed first annual Teacher and Leader Effectiveness Convocation

with more than 180 participants representing various constituents.

• LAUSD has served as a leader in various state level matters related to teacher and school

leader effectiveness (e.g., convening California’s Second Round Race to the Top leadership districts in ongoing discussions about collaborating on moving this work forward).

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4) Budgeting for Student Achievement: We will make the District budget more transparent, align resources for greater impact and equity, and give schools the ability to target resources to meet their school specific needs, bringing funding and decision-making closer to schools and classrooms.

• Increased the number of schools participating in this budgeting model from 33 to 73

schools (and 19 magnet centers). Approximately 65,000 students.

• In SY 2009-2010, 15% of our unrestricted revenues were allocated on a per pupil basis to

school sites, and in SY 2010-2011 an average of 72% of revenues were allocated to school sites.

• Mapped budget process; identified areas for improvement and are working towards

prioritizing areas for development and improving the budget process.

• The Budgeting for Student Achievement Advisory Group (AKA Transparent Budgeting)

met throughout the 2010-2011 school year. We used their feedback to refine a three-year work plan.

• Developed School Site Council (SSC) training video focused on using student data to

develop budgets, in partnership with UTLA, AALA, parent groups revised SSC training. Supporting Board Resolutions:

• Budget Transparency and Accountability (February 13, 2007)

• Financial Transparency and Equity for LAUSD Schools (September 23, 2008)

LAUSD PERFORMANCE METER

During the spring of 2011, District Superintendent, Dr. John E. Deasy, introduced the LAUSD Performance Meter. The Performance Meter is a scorecard with key indicators to measure and guide his performance as Superintendent and the overall performance of the District. These indicators, which were developed in close consultation with the LAUSD Leadership Team and a transition team made up of advisors from inside and outside of the District, are centered on the District’s 5 primary goals:

• 100 Percent Graduation

• Proficiency for All

• 100 Percent Attendance

• Parent and Community Engagement

• School Safety

Based on research and empirical evidence, it is the superintendent's strong belief that the District, as a team, will perform at its best when everyone understands and works toward a common set of specific and measurable targets, as outlined in the LAUSD Performance Meter. These targets will be shared with the public as they will provide our communities with a clear, unequivocal means of evaluating whether we are meeting their needs. The targets in the Performance Meter will cascade throughout the District because although these are District-wide targets, we all hold responsibility for these results. We are all educators and our success as an organization is and will always be in our classrooms and our schools. It will now become the work of each of us to see ourselves in these targets; to develop our own performance targets as individuals and as members of working teams in our schools, in our Local District Offices, or in our Central Office

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targets tied to this Performance Meter. A frequent set of reports will be provided that show how individual school teams, local district teams and central office teams are doing at reaching targets and goals specific to their daily work, in line with the LAUSD Performance Meter.

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LAUSD Local Educational Agency Plan (LEA Plan)

The District’s current LEA Plan is for the period 7/1/08 through 6/30/13. The District’s LEA Plan’s five performance goals are:

(LEA1) Performance Goal 1: All students will reach high standards, at a minimum, attaining proficiency or better in reading and mathematics, by 2013-2014.

(LEA2) Performance Goal 2: All limited-English-proficient students will become proficient in English and reach high academic standards, at a minimum attaining proficiency or better in reading/language arts and mathematics.

(LEA3) Performance Goal 3: All students will be taught by highly qualified teachers.

(LEA4 ) Performance Goal 4: All students will be educated in learning environments that are safe, drug-free, and conducive to learning.

(LEA5 ) Performance Goal 5: All students will graduate from high school.

3d. List of clear goals, measurable objectives, annual benchmarks, and an implementation plan for using technology to improve teaching and learning by supporting the district curricular goals.

The section that follows describes what the Los Angeles Unified School District expects its students to be able to do academically in the core subjects and describes how, through meaningful integration of technology, student academic achievement can be improved. Both teacher use of technology to deliver instruction and student use of technology for learning and presenting their knowledge will be emphasized. Particular emphasis will be on development of student skills in researching, evaluating, using, and presenting information; critical thinking and problem solving; and creativity and originality. It is expected that use of technology will become a regular part of daily school activities for all students and teachers.

The action items listed below are current as of fall 2011; LAUSD will continuously research, investigate, pilot, and encourage the use of new educational technologies, innovations and resources as they become available and are shown to improve teaching and learning.

Goal 3d.1: LAUSD students, teachers and other staff will use technology tools and resources to support the attainment of the District’s goals for improving academic achievement and raising the high school graduation rate.

Objective 3d.1.1: By June 2015, 75% of LAUSD teachers will use technology tools to deliver instruction at least 3 days a week, as measured by the EdTech Profile, Technology Assessment Profile, Personal Use Section, Question 23.

Benchmarks:

• Year 1: 55%

• Year 2: 65%

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Action Plan (3d.1.1) _Timeline

a At all levels, LAUSD will coordinate technology use to support and align with the Superintendant's Strategic Roadmap and Performance Meter, LEA Plan and other required plans (e.g. 2008 revised Plan for Career/Tech Ed).

Sites: Will incorporate technology resources as applicable into

Site Single Plan for Student Achievement.

Local districts: Will provide PD coaches, facilitators, and

technology implementation support.

District: Chief Officers’ designated staff collaborate on policy,

resources, practices, local district needs. Education Technology Coordination Committee formed as liaison and to monitor Education Technology Plan.

Ongoing, 2012-2015; sustained. Single Plans revised annually Education Technology Coordination

Committee meets quarterly

b LAUSD will provide ongoing, sustained support of

state-adopted textbooks/supplements, including technology components contained therein, such as DVDs and websites.

Sites: Teachers and students will engage in a coherent,

systematic implementation of the new, technology-rich, core text programs.

Local districts: Will provide PD coaches, facilitators, and

District: Educational Technology Group experts will provide

PD design resources and collaborate, as requested, during adoption process. ITD-Capital Projects will ensure sufficient networking bandwidth and computer access.

No new adoption implementation schedule is available at the current time. Interim adoptions may be announced for 6-12 Language Arts; and ELA.

Although mathematic adoptions took place in 2011, alignment with new Common Core State Standards may result in an early mathematics adoption.

c Grade 6, 7 and 8 grade mathematics and science teachers will

share IMaST & iSTEM best practices developed within multiple EETT Competitive Grant implementation projects 2003-2011 among 35 awarded middle schools via access to resources posted on grant websites:

http://www.lausd.net/istem/home.html and http://www.lausd.net/imast/home.html

2012-2015 – Ongoing access to grant web sites with best practices, technology integration tutorials and other resources posted.

Objective 3d.1.2: By June 2015, students of at least 50% of LAUSD teachers will receive standards-based classroom assignments requiring them to use computers and peripherals on average weekly as measured by the EdTechProfile, Technology Assessment Profile, Student Use

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Action Plan (3d.1.2)

Timeline

a 24/7 online learning services such as Apex Learning, E2020 and Power Speak World Languages, as well as LAUSD internally procured/developed online learning program content, will be increasingly available to meet specific learning needs of individual middle and high school students in areas such as credit recovery; CAHSEE preparation, meeting A-G requirements, Advanced Placement courses, GATE, and English learner needs in order to increase the District’s graduation rate and support/complement traditional classroom efforts to improve academic achievement.

Sites: Teachers and students will use online

curriculum-oriented software/programs for individualized and/or group instruction/learning to support student attainment of content standards.

District: Educational Technology Group andOCISS will

collaborate on policy, centralized roll-out aligned with District and local district needs/resources; and will negotiate discounts and vendor PD, as applicable; ITD-Capital Projects will ensure sufficient networking bandwidth and computer access. Gr 8-12 for identified students beginning 7/1/12 and increases/results measured annually thereafter.

b Standards-based, student projects (individual and/or cross curricular) will be increasingly supported by a flexible learning environment leveraging laptops and other mobile learning devices.

Sites: Will allocate resources and coordinate laptop/

mobile tools rotation schedule and support available to meet project needs.

District: Educational Technology Group/and OCISS will

collaborate on policy, centralized roll-out aligned with District and local district needs/resources and identify best practices; ITD- Capital Projects will ensure sufficient networking bandwidth and computer access.

Mobile/laptop inventory, best practices,

rotation/collaboration schedules, support are identified, addressed, monitored annually: Gr 6-8 by 6/30/13; Gr 9-12 by 6/30/14; Gr 3-5 by 6/30/15

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Action Plan (3d.1.2) Timeline

c Students in grades 3-12 who do not already have such access

will be provided with a District lausd.net account.

Sites: Students will use their lausd.net accounts from school

or from home/community centers to access email, classroom website postings, and District-provided 24/7 online

subscription resources to reference databases and social studies materials such as Britannica, Grolier and World Book reference databases and ABC-CLIO for assignment research; communication with other students, teachers, and experts and Internet/website access.

Local districts: Will identify and collaborate with local

community resources to arrange access for students without Internet at home.

District: Will coordinate account assignment with student

information system and providers.

Gr 6-12 by 6/30/13 Gr 3-5 by 6/30/14 Note: Accounts are available to all students at the school’s request using an online request system for site email sub-admin. account creation and student account creation..

d Through the Los Angeles County and City Public Libraries,

students will be able to access online live homework help.

Sites: Will ensure students, parents, teachers are aware of

resource.

Local district: Will identify and collaborate with local

community resources to arrange access for students without Internet at home.

24/7 all year, ongoing, 2012-2015

Goal 3d.2: LAUSD students, teachers, and other staff will increase their use of technology to enhance and enrich teaching and learning.

Objective 3d.2.1: In each year, the percentage of teachers using technology tools to create instructional materials or lessons at least two days a week will increase over the previous year as measured by the EdTechProfile, Technology Assessment Profile, Personal Use Section, Question 22.

Benchmarks:

• Year 1: Up 5 points over 2012

• Year 2: Up 5 points over 2013

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Action Plan (3d.2.1) Timeline

a LAUSD and/or individual schools will provide web-based

subscriptions to CDE/CLRN-approved programs based on site plans/budgets such as Carnegie, Compass, Kaplan, Explore Learning’s Gizmos (Mathematics; Science), Vantage Learning’s MY Access (Writing), Scholastic READ 180

(Reading/Language Arts) or others as applicable, aligned to the District’s Instructional Guides, many of which will include model lesson plans and immersion units.

Sites: Teachers and students will use online curriculum-

oriented software programs for individualized and/or group instruction/learning to support student attainment of content standards.

District: Educational Technology Group and OCISS will

collaborate on policy, centralized roll-out aligned with District and local district needs/resources; and will negotiate discounts and vendor PD, as applicable; ITD-Capital Projects will ensure sufficient networking bandwidth and computer access.

High School/DACE Focus 2012-2013

Middle School Focus 2013-2014

Elementary School/EEC Focus 2014-2015

b LAUSD teachers will access and use online standards-based

model lesson plans involving technology integration (e.g., District resources, CTAP 11, CLRN etc.) in alignment with District’s subject-area Instructional Guides to support student attainment of state and common core content standards

Sites: Teachers and students will use appropriate lesson plans

for individualized and/or group instruction/learning to support student attainment of content standards.

District: Educational Technology Group andOCISS will

collaborate on policy, centralized roll-out aligned with District and local district needs/resources including Moodle shell

development; support for cross-local district alignment activities with Instructional Guides as applicable; identifying best

practices; ITD-Capital Projects will ensure sufficient networking bandwidth and computer access.

High School/DACE Focus 2012-2013

Middle School Focus 2013-2014 Elementary School/EEC

Focus 2014-2015

c The District, via Educational Technology Group, will make

resources for planning and/or presentation resulting from the above action plan strategies available on the District website and provide links to this information for local district offices and site websites, as applicable.

(21)

Objective 3d.2.2: By June 2015, 50% of teachers will assign work to students involving technology on average twice weekly to support academic achievement as measured by the weighted average aggregation of the EdTech Profile, Technology Assessment Profile, Student Use Section, Question 3 for all categories (word processing, reinforcement and practice, research, creating reports, demonstrations, correspondence, solving problems and graphically presenting information.)

Benchmarks:

• Year 1: 40%

• Year 2: 45%

• Year 3: 50%

Action Plan (3d.2.2) _Timeline

a LAUSD teachers and students will increasingly use streaming

media services/resources such as California Streaming, Discovery Education Streaming, The Futures Channel, and NBC Learn K-12 among others for instruction, demonstrations, presentations, and projects as these resources more closely align to textbooks and standards and can be utilized with end user devices.

Sites: Teachers and students will use streaming media services

for individualized and/or group instruction/learning to support student attainment of content standards.

collaborate on policy, centralized roll-out aligned with District and local district needs/resources; and will negotiate discounts and vendor PD, as applicable; ITD-Capital Projects will ensure sufficient networking bandwidth and computer access.

LEA Plan identified sub group a primary focus all years, 2012-2015, including EL, students with disabilities and students identified at risk of dropping out

(22)

b Teachers and students will increasingly utilize video

conferencing to connect classrooms with outside experiential learning opportunities such as NASA Explorer; MOCA; ACME Animation Project; and PORTS (Parks Online Resource for Teachers and Students), CALREN-K12HSN project for middle and high school students‚ and others.

Sites: Teachers and students will use video conferencing for

individualized and/or group instruction/learning to support student attainment of content standards.

collaborate on policy, centralized roll-out aligned with District and local district needs/resources; and will negotiate discounts and vendor PD, as applicable; ITD-Capital Projects will ensure sufficient networking bandwidth.

Note:

The CA Parks Foundation, PORTS, and CUE have teamed up to provide teachers with video-conferencing equipment and PD. The program is called Classroom Videoconferencing Made Easy (CVME), http://www.classroomvcmadeeasy.org/. Their goal is to train over six hundred (600) teachers in the use of video-conferencing by June 2013.

As applicable, all schools who are interested and have the infrastructure and resources to support participate and then all disseminate best practices via LAUSD net and annually at InfoTech Conference

c Teachers and students assess “LAUSD on i-Tunes U” potential

to expand student learning opportunities and deliver 24/7 access to outward-facing educational content from hundreds of top colleges, universities, and educationally focused organizations across the country, as well as inward-facing LAUSD created content.

Sites: Will select students and teachers to participate in pilot

and monitor results annually.

technology implementation support

District: Will arrange servers, develop model in cooperation

with Apple and seed “LAUSD on iTunes U” content, using existing podcasts such as those developed for middle school science/mathematics content in EETT-Competitive grants, Language Arts content in READ 180, etc.

As applicable, all schools who are interested and have the infrastructure and resources to support participate and then all disseminate best practices at InfoTech annually

(23)

d LAUSD students will increasingly participate in national, state, and local symposia, conferences, programs, and competitions in order to develop and demonstrate their attainment of academic content proficiency in science, mathematics and language arts as well as information/technology knowledge and skills.

Examples include local, state and national Academic Decathlon and Robotics Competitions; county initiatives such as Digital Voice; District programs such as the annual InfoTech

Conference among others.

Sites: Will ensure teachers and students have the opportunity

to participate.

Local districts: Will provide program information.

District: Will coordinate participation with national, state,

county, and local planning efforts.

All grades, as

appropriate; assessed annually, with increases in participation

monitored and results noted.

e Additional interactive technologies including electronic

whiteboards, student response devices and other instructional and assessment classroom technology devices piloted in EETT Competitive Grant implementation projects and other District initiatives are increasingly utilized, particularly in LEA Plan focus area language arts and mathematics classrooms, to increase student engagement, assess student knowledge and provide immediate feedback.

Sites: Will coordinate/post electronic whiteboard and student

response device rotation site schedule and support availability as appropriate; provide opportunities for best practice

dissemination among staff.

Local districts: Will provide opportunities for best practice

dissemination across sites.

District: Will create opportunities for best practice

dissemination across local districts.

All grades, as

appropriate; assessed annually, with increases in

inventories monitored and results noted

(24)

Person Responsible Monitoring, Evaluation, and Program Modification Process

Students • Improve academically annually and graduate from high school.

• Increase technology competencies and use technology resources to improve learning, on an ongoing basis.

• Take Grade 5, 8 and 11 EdTechProfile Student Survey annually, as part of monitoring/assessment for these goals, as applicable; and complete student projects as applicable annually.

Teachers • Take/update the EdTechProfile Technology Assessment Profile

annually between August and October (used to determine type and frequency of teacher and student use of technology, including online lesson plans),

• Assess student technology-based work processes and products; teach/re-teach as needed on an ongoing basis; modify lessons for next year (e.g., choose to use a different technology to address a certain standard) on an annual basis.

• Determine student need for intervention and make relevant technology- based assignments on an ongoing basis.

• Examine/analyze CST results and plan instruction, including the use of technology, as needed, on an annual basis.

Site administrators • Include 3d goals, objectives and benchmarks in single site

planning and standard monitoring of results on an ongoing basis. • Ensure all teachers and administrators fill out/update

Technology Assessment Profile annually and look at resulting reports and make professional development/other decisions based on results annually.

• Monitor classroom instruction, including implementation of adopted text series technology components, project-based learning, and use of curriculum software (e.g., classroom walkthroughs, formal or informal observations, review of lesson plans) on an ongoing basis. • Ensure lab and equipment sharing schedules are equitable, aligned

with program needs on an ongoing basis. Local district office

staff, as appropriate

• Include 3d goals, objectives and benchmarks in standard meetings and discussions with sites on an ongoing basis.

• Provide PD for Technology Assessment Profile tool annually; assess site results for future PD planning on an ongoing basis.

(25)

Administrative Coordinator ILTSS

• Review statistics on use of District-provided databases—make decisions on whether to keep providing databases annually. • Monitor streaming media availability and use; evaluate each service and decide to acquire/renew/update hardware or network or procedures (direct streaming or storing/recording on server, etc.) on an ongoing basis.

District Staff, Chief Technology Director/ Classroom

Technology & School Outreach

• Assess local district 3d Technology Assessment Profile results and provide District wide trending annually. Provide the following on an annual basis:

• PD for local district office staff as applicable

• Assessment of technology components of adoptions—during adopting process, during implementation, what to look for in subsequent adoptions

• Monitoring of online learning for students program

• Tracking of student participation in conferences & symposia— numbers, success, how to improve

• Statistics on students having, using lausd.net accounts • Monitoring of videoconferencing for student learning District Staff, Chief

Technology Director/Capital Projects

• Assessment of adequate network bandwidth, technology support for adoption-related technology components annually and/or at point of upgrade projects and/or via online survey on an ongoing basis.

Local district and District Instruction offices

• Include 3d goals, objectives and benchmarks in standard monitoring of classroom/site/local district results and continuous improvement planning on an ongoing basis. • Identify promising professional practices where technology

integration is transforming teaching and learning and

communicate, disseminate results and resources on an ongoing basis.

(26)

3e. List of clear goals, measurable objectives, annual benchmarks, and an implementation plan detailing how and when students will acquire the technology skills and information literacy skills needed to succeed in the classroom and the workplace.

In order to succeed in school, life, and work in the 21st Century, students need to master a wide range of technology skills, including those relating to creativity and innovation; communication and collaboration; research and information fluency; critical thinking, problem-solving, and decision-making; digital citizenship; and technology operations and concepts (International Society for Technology in Education [ISTE] National Educational Technology Standards for Students (NETS*S, 2007). According to a study conducted for the Partnership for 21st Century Skills, applied skills that employers most value include professionalism/work ethic, oral and written communications, teamwork/ collaboration, and critical thinking/problem-solving; which they often find lacking in entry-level employees. In a 2007 national poll of voters, 88% of those surveyed said they believe that schools can and should incorporate 21st Century skills such as critical thinking and problem-solving skills, computer and technology skills, and

communication and self-direction skills into their curriculum.

In 2007, the American Association of School Librarians (AASL) issued its Standards for the 21st Century Learner stating that the definition of information literacy has become more

complex as resources and technologies have changed. Information literacy has progressed from the simple definition of using reference resources to find information to one in which multiple literacies, including digital, visual, textual, and technological, have now joined information literacy as crucial skills for this century. Information literacy itself is defined as the ability to define, locate, select, organize, present, and assess information in and through a variety of media technologies and contexts to meet diverse learning needs and purposes. An information literate person knows and follows safety, ethical, and legal procedures in the use of technology. The California Department of Education (CDE) defines technology literacy as “the ability to use appropriate technology responsibly, to communicate, to solve problems, and to access, create, integrate, evaluate and manage information to improve learning of state content

standards in all subject areas and to acquire lifelong knowledge and skills in the 21st Century.” Finally, federal No Child Left Behind (NCLB) Title II, Part D goals require “assisting fourth through eighth grade students with crossing the digital divide with the integration of grade level appropriate technology proficiencies that ensure all students are technologically literate by the time they finish the eighth grade, regardless of the student’s race, ethnicity, gender, family income, geographic location, or disability.”

LAUSD has embraced the above four national and state descriptions, frameworks and standards in developing a reasonable approach to address its students' acquisition of technology skills and the information literacy skills needed to succeed in the classroom and the workplace. The District’s Educational Technology Group will utilize the online Student Survey component of the state’s EdTechProfile set of tools (and the tool currently utilized by all LAUSD teachers annually, the Technology Assessment Profile self assessment) as a means of measuring the attainment of these proficiencies among students, along with teacher-developed student project rubrics at the 5th, 8th and 11th grade levels by 2015, per the Action Plan included in this Section.

(27)

GOAL 3e.1: LAUSD students will develop critical technology and information literacy skills that enable them to become independent learners and further their education.

OBJECTIVES & BENCHMARKS: 2013 2014 2015

3e.1.1 By June 2015, 50% of grade 8 students will demonstrate

proficiency with technology and information literacy skills as determined by identified responses in the Student Survey in EdTechProfile related to video camera, online reference software/databases, spreadsheet, probes and graphic organizers as well as those proficiencies listed for

5th grade students in 3e1.2

35% 40% 50%

3e.1.2 By June 2015, 50% of grade 5 students will demonstrate

proficiency with technology and information literacy skills as determined by identified responses in the Student Survey in EdTechProfile related to word processing, drawing, use of digital camera and presentations.

40% 45% 50%

3e.1.3 By June 2015, 50% of grade 11 students will

demonstrate proficiency with technology and

information literacy skills as determined by identified responses in the Student Survey in EdTechProfile

including those skills listed in 3e1.1, 3e1.2 as well as the following: spreadsheet entry/graphing, database

entry/search/report, narrowing WWW searches, graphic calculators and interacting with the outside world.

(28)

GOAL 3e.2: LAUSD students will acquire technology and information literacy skills through the use of technology in lessons and activities embedded in the curriculum.

OBJECTIVES & BENCHMARKS: 2013 2014 2015

3e.2.1 By June 2015, 50% of teachers will rate themselves and

their students as proficient in information literacy skills as shown on the EdTechProfile Technology Assessment Profile, Standard 16d.

25% 40% 50%

3e.2.2 By June 2015, 50% of teachers will rate themselves and

their students as proficient in creating and utilizing technology-enhanced learning opportunities for using information to solve problems and draw conclusions, as shown on the EdTechProfile Technology Assessment Profile, Standard 16e, Question 1.

25% 40% 50%

Action Plan (for all 3e goals) Timeline

a Skills for each grade span identified by the District within the

EdTechProfile Student Survey will be correlated with

Instructional Guides.

Local districts: Will collaborate/determine focus areas

for correlation.

District: Will provide ITAF/Specialist and OCISS

leadership support as needed to correlation project.

Throughout 2012-15

b Rubrics for student technology-based curricular projects (suitable for each core subject) through which students at three grade

levels (5th, 8th, and 11th grades) will demonstrate their technology/

information literacy skills proficiency will be developed (using EETT-C grant project rubrics as examples) and teachers will assign by the end of the following year.

Local districts: Organize teachers to develop the grade 3, 5 and 8 rubrics and get them adopted.

District: Will provide ITAF/Specialist and instructional leadership support as needed to rubric project, which will be managed by the Educational Technology Group with the support of local districts and OCISS.

Throughout 2012-15

(29)

c Teacher Librarians will assist in the development and teaching

of relevant technology and information literacy skills aligned to current grade/content project requirement schedules and

Instructional Guide content standards.

Sites: Will identify teacher librarian content specialty areas

and interest.

Local districts: Will identify local district focus areas of greatest

instructional need and arrange for multi site teacher librarian work sessions.

District: Will provide Educational Technology Group, Integrated

Library and Textbook Support Services (ILTSS) expertise to assist in roll out of this project.

Throughout 2012-15

d Elementary school students will be taught technology and

information literacy skills by their classroom teachers during the course of academic instruction in California content and Common Core standards (such as writing strategies, writing and speaking applications in history/ social sciences, and analysis skills in mathematical reasoning), using classroom or lab computers to practice.

Per Instructional

Guides

e Middle school students will be taught technology and information

literacy skills by their classroom teachers, in collaboration with Teacher Librarians during the course of academic instruction in California content and Common Core standards, using fixed or mobile labs to practice. Some middle school students will also be able to take electives or special programs involving technology.

Per Instructional

Guides

f High school students will be taught and will demonstrate

technology and information literacy skills through chosen electives (such as business, computer science, art, media, career technology, and ROP courses) and through their English and other core classes through collaboration with their teachers and librarians.

Ongoing, 2012-15

g Students (Pre K-Adult) will be taught basic computer knowledge and skills and application-specific procedures required to access and use each piece of required software

Teachers, Tech Coordinators and ITAF collaboration

(30)

h Students will be taught to use productivity software (such as

Microsoft Office) to complete assignments, including word processors for documents, spreadsheets for accounting and graphing, presentation software and specialized tools such as Inspiration for graphic organizing, etc.

Scheduled as per Instructional

Guide correlation

or as needed for assignments.

i Students will be taught about, and will have the opportunity to use,

peripherals needed for use with productivity software (as needed for assignments and as appropriate by grade level), such as printers, projectors, interactive white boards, student response devices, digital still and video cameras, etc.

Scheduled as per Instructional

Guide correlation

or as needed for assignments.

j Students will be taught how to locate, access and evaluate

information and resources (including online reference databases) on the Internet. Search strategies will be taught as appropriate per grade level. Scheduled as per Instructional Guide correlation or as needed for assignments; teacher librarian collaboration. k LAUSD students will increasingly participate in national, state, and

local symposia, conferences, programs, and competitions in order to develop and demonstrate their attainment of academic content and information/technology knowledge and skills. Examples include local, state and national Robotics competitions; county initiatives such as Digital Voice; District programs such as InfoTech. All grades, as appropriate; assessed annually, with increases in inventories correlated with results.

l The District, via the Educational Technology Group, will make

resources for planning and/or presentation resulting from the above action plan strategies available on the Educational Technology District website and provide links to this information for local district offices and District division websites, as applicable.

(31)

Students • Take Grade 5, 8 and 11 EdTechProfile Student Survey (used to

monitor and determine student technology/information literacy proficiency)

• Produce a technology-based, curriculum-related project in grades 5, 8, and 11.

Teachers • Take/update the EdTechProfile Technology Assessment Profile

annually between August and October (used to monitor and

determine information literacy instruction and proficiency, creation of learning opportunities to use information to problem solve, draw conclusions.

• Assess student technology-based processes and products; use rubrics to assess grade 5, 8, and 11 projects used to demonstrate technology and information literacy skills; teach/re-teach these skills as needed; modify lessons for next year.

• Provide best practices input for development of rubrics and

skills correlations with Instructional Guides.

Teacher Librarians • Maintain records of collaboration activities with classroom

teachers and class use of library media centers for learning and implementing technology and information literacy skills.

Site administrators • Ensure all teachers and administrators annually fill out/update

Technology Assessment Profile; review resulting reports, make PD decisions accordingly.

• Include 3e goals, objectives and benchmarks in single site planning and standard monitoring of results.

• Monitor classroom instruction, including teaching of technology and information literacy skills in lessons (e.g., classroom walkthroughs, formal or informal observations, review of lesson plans).

Local district office staff, as appropriate

• Include 33 goals, objectives and benchmarks in standard meetings and discussions with sites

• Provide PD for Technology Assessment Profile tool; assess site results for future PD planning

(32)

District Staff, Chief Technology Director Educational Technology Group

• Assess local district 3d Technology Assessment Profile results and provide District-Wide trending.

• Provide PD for local district office staff as applicable. • Tracking of student participation in conferences & symposia numbers, success, and how to improve.

3f. List of goals and an implementation plan that describe how the district will address the appropriate and ethical use of information technology in the classroom so that students can distinguish lawful from unlawful uses of copyrighted works, including the following topics: the concept and purpose of both copyright and fair use

The Los Angeles Unified School District requires an annual Administrator Certification Form (due in October and in April), which certifies that the required actions and activities have been completed in accordance with District nondiscrimination and safety mandates, policies and procedures. Included among these certifications, as per MEM-4207.4 from the Office of the General Counsel dated July 1, 2010, are site level assurances from each administrator,

employee, student and parent (as appropriate) of each compliance, which include cyberbullying and other Internet related policies related to applicable areas of the following:

• Bullying and Hazing Policy, reference BUL-1038.3 • Child Abuse Reporting: reference BUL-1347.1

• Code of Conduct with Students: reference – BUL-5167.0 • Ethics Policies: reference BUL- 4748.0

• Injury and Illness Prevention Program Requirements: reference BUL-3772.1

• Nondiscrimination Required Notices: reference Memorandums MEM-4695, June 21, 2010, Student Brochures, Parent/Student Handbook; 1893.1; 3349.0; 2521.1

• Organizing for Assessing and Managing Threats, BUL-1119.1 • Organizing for Crisis Intervention, BUL-962.1

• Parent Student Handbook Distribution (including AUP Policy) • Safe School: Plans Volume 1, 2 and 3

• Section 504 and Students with Disabilities: reference BUL-4692.0; 4696.1 and brochure • Sexual Harassment: reference BUL-1893.1 and 3349.0

• Student and Employee Security: reference BUL-2368.1 • Title IX: reference BUL-2521.1

• Uniform Complaint Procedures BUL 5159.0: reference Memorandum, issued annually • Williams/Valenzuela Complaint Procedures, BUL-4759.0

Education Technology Plan

Los Angeles

Unified School District

Education Technology Plan

July 1, 2012 - June 30, 2015

Table of Contents